08 IBERICA 36 Iberica 13 30/10/18 7:48 Página 195 Spanish ... · siglas en inglés) que traslada...

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ISSN: 1139-7241 / e-ISSN: 2340-2784

Abstract

This paper describes the design and implementation of an advanced Spanish forthe sciences course at the college level in the United States. The course iscentered on public dissemination and scholarly communication, as opposed tothe predominant approach of focusing on scientific content areas. The main ideawas to follow a Languages Across the Curriculum (LAC) model that shifts theresponsibility of providing the scientific content of the course from theinstructor to the students, allowing them to: 1) develop technical and scientificcommunication skills and materials, 2) explore the interrelated notions ofscience and culture in Spanish-speaking societies, 3) draw connections betweentheir knowledge of both Spanish language and the sciences, 4) compare what“science” means to them to the ways this concept is perceived around theSpanish-speaking world, and 5) participate in Spanish-speaking scientificcommunities.

Keywords: Languages Across the Curriculum, Spanish for SpecificPurposes, Spanish for Science and Technology, Spanish for the Professions,curriculum design.

Resumen

Español para las c i encias : un enfoque basado en la comunicaci ón

Este artículo describe el diseño y la implementación de un curso avanzado deespañol para las ciencias a nivel universitario en los Estados Unidos. El curso secentra en la divulgación y la difusión científicas, en contraposición con elenfoque predominante de concentrarse en áreas de contenido científico. La ideaprincipal fue seguir un modelo de lenguas a través del currículo (LAC por sussiglas en inglés) que traslada la responsabilidad de proveer el contenido científicodel curso del instructor a los estudiantes, permitiéndoles a estos últimos: 1)

Spanish for the sciences: Acommunication-based approach

Oscar A. Pérez

Skidmore College (United States)

[email protected]

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desarrollar habilidades y materiales de comunicación técnica y científica, 2)explorar las nociones interrelacionadas de ciencia y cultura en sociedades dehabla hispana, 3) establecer conexiones entre su conocimiento de la lenguaespañola y las ciencias, 4) comparar lo que el término “ciencia” significa paraellos con las formas en que este concepto es percibido en el mundo hispano y 5)participar en comunidades científicas hispanoparlantes.

Palabras clave: lenguas a través del currículo, español para fines específicos,español para ciencia y tecnología, español para las profesiones, diseñocurricular.

1. Introduction

In its 2017 report on the state of language education in the United States,the American Academy of Arts & Sciences recognized that “the nation’scompetitiveness in scientific and technological innovation would beimproved if researchers were able to communicate and translate theirfindings internationally and to account for the work of scientists whoreported their findings in non-English journals” (Commission, 2017: 2). Thisacknowledgement echoes past calls from several other organizations andagencies in the country, including a 2013 position statement of the AmericanCouncil on the Teaching of Foreign Languages (ACTFL) on the role oflanguages as a core component of education, as they provide “access toinformation and collaboration in any field – including science, technology,engineering, mathematics” (ACTFL, 2013).

When it comes to the Spanish language, curricular offerings related toscientific and technological disciplines have been part of the growingnumber of Spanish for Specific Purposes (SSP) and Spanish for theProfessions (SP) courses in the United States. Two decades ago, in thepreface to the farseeing volume Spanish and Portuguese for Business and the

Professions, Alvord G. Branan projected the proliferation of SSP and SPprograms across the country, stating that “the [foreign language for business]movement will spread, as it has already begun to do, to all the professions:medical and health care, social work, law, science, and technology” (Branan,1998: 5). Although mostly accurate in his predictions, Branan’s upliftingperspective has failed to materialize when it comes to a significant increaseof Spanish language courses related to science, technology, engineering, andmathematics (STEM), where the pace of growth so far does not measure upto that in other areas, particularly, when compared to the numerous options

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now available of Spanish for the health professions (e.g., hardin, 2015). Inthe chapter of the aforementioned volume dedicated to science andtechnology, María Cooks recognized that the “main problem in designingcourses for science and technology involves the area of concentration”(Cooks, 1998: 407), proposing the development of language courses around“cluster issues” such as the environment or biotechnology, and nottraditional disciplines like physics or biology. Although this approachaddresses some of the challenges that have limited the expansion of Spanishfor STEM (S-STEM) offerings, it still presents some practicalimplementation limitations, especially at smaller institutions, since it requiresrecurrent partnerships between language and science instructors (orlanguage instructors trained in scientific content) and a critical number ofstudents interested in the particular cluster issue that are also willing to enrollin the course.

The present article describes the development of an advanced Spanish forthe Sciences course within the framework of Languages Across theCurriculum (LAC) and based on standards by the American Council on theTeaching of Foreign Languages. The course was implemented at SkidmoreCollege, a private liberal arts college in upstate new York, during the fallsemester (September to December) of 2016. This course is particularlyinnovative because it is centered on scientific communication (publicdissemination and scholarly communication), as opposed to placing anemphasis on scientific content areas, which has been the norm for this typeof courses. On the one hand, the focus on communication of such a courseresponds to best practices and standards of language learning. On the otherhand, this model provides a viable framework to facilitate the proliferationof Spanish for science and technology offerings within languagedepartments and programs at institutions of higher education, given that thecourse can be adapted to particular needs and availability of resources, as hasbeen the case in other areas of the Spanish for Specific Purposes (SSP)spectrum (e.g., Sánchez-López, 2010).

2. Spanish for STEM in U.S. Higher Education

Although courses specifically designated as some variation of “Spanish forScience” or “Spanish for Engineering” have been present in the UnitedStates for a long time (e.g., Willcox, 1913; Williams, 1925, 1929), they are

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currently not easy to come by in course catalogs of institutions of highereducation, with the notable exceptions of Georgia Tech (SPAn 3693 Scienceand Technology, SPAn 4061 Science & Technology I, SPAn 4062 Science& Technology II), Scripps College (SPAn 070 SC Advanced Spanish:Spanish for Science), Texas A&M University (SPAn 307 Spanish for theSciences), University of Alabama (SP 104 Spanish for Engineering),University of Pittsburgh at Johnstown (SPAn 0106 Spanish for Science andEngineering), University of Virginia (SPAn 2015 Spanish for Engineering),and the International Engineering Program at the University of rhodeIsland, where students not only take technical Spanish courses on campus,but can spend a year taking STEM-related courses abroad. The limitedofferings contrast with the significant growth of SSP courses in business andeducation, and to a lesser degree, law and social work (Long & Uscinski,2012). the existence of such courses does, however, highlight the growingdiversification of SSP offerings and the need they intend to fulfill within thehigher-education Spanish language curriculum, more so if we consider thatthe second largest group of SSP courses up until 2011 comprised thosefocusing on an area where Spanish language and the sciences converge:Spanish for medicine and the health professions (Long & Uscinski, 2012).

As language educators explore different pedagogical models that couldsupport S-STEM offerings, some approaches seem markedly appropriatedue to the possibilities they offer to integrate language learning in thecontext of scientific and technological disciplines, including project-based(e.g., García González & Veiga Díaz, 2015) and service-based (e.g., Sánchez-López, 2013; ruggiero, 2015) learning. In particular, the Languages Acrossthe Curriculum (LAC) approach has been suggested as an effectivemethodology to develop language courses focusing on STEM. In fact, otherscholars have reported successful implementations, including thedevelopment of German courses for engineering (Kirchner, 2000).

3. Languages Across the Curriculum (LAC) Models

In the introduction to Languages Across the Curriculum: Interdisciplinary Structures

and Internationalized Education, an essential volume for those interested in thetopic, Maria-regina Kecht and Katharina von hammerstein (2000) describedsome of the defining characteristics of LAC models, mainly that they are acurricular response to “students’ insufficient language competence and the

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disjointed nature of their education,” in which “[s]tudents are engaged inactive and relevant uses of their language skills as they apply them to subjectareas of their choice” through a “content-driven, task-oriented, and learner-centered approach that prepares students for real-life use of a language”(Kecht & von hammerstein, 2000: xxi). This broad framework has allowed theimplementation of very different models at various institutions throughout theyears, each one with very particular characteristics. Currently, LanguagesAcross the Curriculum (LAC) and Cultures and Languages Across theCurriculum (CLAC) work more like an umbrella framework that encompassesa diverse array of offerings, from “content courses taught entirely or partiallyin languages other than English” to “linked language and content courses”(CLAC Consortium, What is CLAC?: n.d.). That is, there is no one singleLAC/CLAC model, but an array of several models that respond to the specificneeds of students, colleges, and programs (CLAC Consortium, CLAC Models:n.d.). There are, however, a set of principles that guide these programs,particularly, the “meaningful use of language,” or in other words, “the use oflanguage within an authentic cultural context” to “approach subjects andexperiences outside the traditional language classroom” (CLAC Consortium,Principles of CLAC: n.d.).

Given the numerous possibilities, when talking about LAC/CLAC, itbecomes necessary to describe the characteristics of each specific program.At Skidmore College, LAC was first implemented in 2000 under a Title VIgrant, evolving from a trial period of non-credit offerings in the first years,to 1-credit (intermediate) and 2-credit (advanced) courses established by2006. And unlike many other programs across the United States, LACcourses at Skidmore College are taught by faculty in the Department ofWorld Languages and Literatures as standalone sections not linked to anyother particular content course, regularly being offered in six languages(Chinese, French, German, Italian, Japanese, and Spanish). The goal is to letstudents naturally connect LAC courses to other courses or areas of thecurriculum without enforcing specific links. For example, a student writing athesis, and enrolled in an intermediate LAC course, could read materials inSpanish directly related to the topic of their thesis and write about suchmaterials, while another student taking a biology class, and enrolled in thesame intermediate LAC section, could read and report about biology-relatedtexts.

When it comes to Spanish language, there have been numerous reports ofLAC offerings related to other disciplines, such as history, social sciences,


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and international relations (Klee & Barnes-Karol, 2006), with differentdegrees of success. regarding STEM, Barbara Domcekova (2010) hasdescribed the implementation of one-hour-per-week Spanish “enhancementsections” in Environmental Studies and Chemistry, made possible by thecollaboration between language and science faculty, that is, a LAC modelwhere a specific science course taught in English is linked to a Spanishlanguage section. Addressing some of the challenges of implementing suchofferings, Domcekova identifies “three main issues we still need to addresson our campus: faculty compensation, increased visibility/publicity, andscheduling” (2010: 142). In general terms, these issues are related to resourceallocation, enrollment, and logistics. For example, in terms of logistics,“[s]cheduling [of enhancement sections] requires additional cooperationbetween the science and language faculty and coordination of multipleschedules” as they “cannot be scheduled for days/hours conflicting withother science and language courses” (2010: 142). Furthermore, as describedby the author, faculty have not been compensated for their participation inthis initiative, but it is hoped “that growing enrollments in the program willspur the administration to consider additional faculty compensation,” sinceenrollments “have been small but steadily increasing” (2010: 142), and hencethe need for more visibility/publicity. In the present article, it is suggestedthat one way to address such issues, especially at small institutions where theycan be magnified, is to offer standalone Spanish LAC sections (or SSPcourses inspired by LAC principles) focused on different areas ofcommunication within STEM (science journalism, science documentaryfilm, scholarly communication, policy-oriented presentations, etc.), thatwiden the target audience, offer more flexibility in terms of the scientific andtechnical content, and avoid some of the logistical concerns mentionedabove.

4. Scope of a Spanish for the Sciences Course

A course of Spanish for the Sciences at Skidmore College was originallyconceived to fulfill the needs of advanced Spanish learners interested inimproving their language skills within the context of STEM, particularly thenatural sciences, whether majoring in a science-related discipline or not.Additionally, the course was meant to attract students that traditionallywould not enroll in advanced language courses focused on literature andcultural studies offered by the Department of World Languages and

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Literatures. As with other LAC courses at Skidmore College, the course wasa standalone offering where students were encouraged to explore theirinterests and current or past research work in any scientific disciplinethrough the Spanish language. The course was offered for the first timeduring the fall of 2016. There were 10 students enrolled, with the followingdistribution by declared major: one was a Spanish major, one was a double-major in Spanish and a scientific discipline, four were majoring in a science-related discipline only, and four were majoring in a discipline other thanSpanish or the natural sciences. Although this is a small sample, thisdistribution shines light on the type of students that such a course couldattract. In this case, eight out of the ten students in the class would typicallynot enroll in an advanced Spanish course.

From the very beginning, the course was envisioned to be communicative innature with a visual literacy component, as financial support was receivedfrom Project Vis, a three-year initiative sponsored by the Andrew W. MellonFoundation to increase visual literacy on campus. however, a more complexquestion soon emerged. If students were to be prepared for “real-life use oflanguage,” what is, and will continue to be, the real-life use of Spanish in thenatural sciences in particular and in STEM more generally? This is not aneasy question to answer, especially at a time when it has been stated that“English is not only the dominant form of international scientificpublication and oral communication at conferences and in multinationallaboratories—it is almost always the only language of such communication”(Gordin, 2015: 293). To this respect, a series of position essays included inthe volume El español, lengua de comunicación científica (García Delgado et al.,2013) can be enlightening.

The future of the Spanish language in scholarly communication—what inSpanish is known as difusión—seems to be a contentious issue amongscholars, with opinions divided between those who think that championingSpanish as a language of communication among scientists is a lost battle(e.g., Arango, 2013), and those who advocate for a vibrant language thatencompasses all aspects of human knowledge, including scientific andtechnical scholarly communication (e.g., Vivanco Cervero, 2009; Campos2013). nevertheless, most scholars that contributed to the aforementionedvolume seem to agree on the vital role that Spanish plays, and will continueto play, in the public dissemination of scientific and technologicalknowledge, or divulgación (e.g., García Cañete, 2013).


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More recently, Pilar Barreiro Elorza and Carmen Sancho Guinda havedescribed a Content and Language Integrated Learning (CLIL) teachinginitiative for engineering students at Universidad Politécnica de Madrid thatplaces emphasis on recognizing “communities of practice and theirbackground and experience with the genres, modes, and the new discoursesthey engender” (2016: 39), that is, the authors recognize the importance ofgenre literacy in “real-life” language use in scientific and technological fields.This perspective should not seem unexpected, since there is an extensivebody of literature on the notion of genre in Language for Specific Purposes,particularly in English (e.g., Paltridge, 2001; Swales, 2004; Tardy, 2009; nesi& Gardner, 2012; hyon, 2018).

having these considerations in mind, it was decided that the main emphasisof the course was going to be on scientific communication. In addition, asignificant portion of the course would be organized around genres of bothscholarly communication and public dissemination of science.

5. Standards-Based Course Design

When designing the course, the World-Readiness Standards for Learning

Languages (national Standards, 2015a), and particularly the Standards forLearning Spanish (national Standards, 2015b), were embraced as a roadmap.And following principles of backward design (Wiggins & McTighe, 2005),six learning goals were defined to inform the assessment strategies that willlater be mapped into corresponding tasks, assignments, and projects, calledlearning scenarios in this article. Table 1 provides an overview of thealignment between World-readiness Standards goal areas and the courselearning goals. Finally, the resulting learning scenarios were organized intothree thematic modules.

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The following sections include a description of the main learning scenariosthat were developed. For a summary of the targeted course learning goalsand standards by learning scenario see Table 2. Additionally, a samplecalendar of the course organized by modules can be found in Appendix 1.

5.1. Learning Scenario 1: Designing the Syllabus

Targeted Standards: Interpretive Communication, PresentationalCommunication, Practices of Culture, Products of Culture, MakingConnections, Language Comparison, Cultural Comparisons.

Targeted Learning Goals: LG1, LG3, LG4, LG5.


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portion of the course would be organized around genres of both scholarly communication and public dissemination of science.

5. Standards-Based Course Design

When designing the course, the World-Readiness Standards for Learning Languages (National Standards, 2015a), and particularly the Standards for Learning Spanish (National Standards, 2015b), were embraced as a roadmap. And following principles of backward design (Wiggins & McTighe, 2005), six learning goals were defined to inform the assessment strategies that will later be mapped into corresponding tasks, assignments, and projects, called learning scenarios in this article. Table 1 provides an overview of the alignment between World-Readiness Standards goal areas and course learning goals. Finally the resulting learning scenarios were organized into three thematic modules.

Goal Area Learning Goal Communication Learning Goal 1 (LG1): Students can read, summarize, and analyze technical texts in their

scientific area of interest. Learning Goal 2 (LG2): Students can create and present basic science communication and public dissemination materials in Spanish.

Cultures Learning Goal 3 (LG3): Students can describe scientific practices in the Spanish-speaking world by analyzing scientific communication materials

Connections Learning Goal 4 (LG4): Students can draw connections between their knowledge of both Spanish language and the natural sciences

Comparisons Learning Goal 5 (LG5): Students can compare what “science” means to them to the ways this concept is perceived around the Spanish-speaking world

Communities Learning Goal 6 (LG6): Students can participate in Spanish-speaking professional communities in the sciences.

Table 1. Course learning goals by goal area.

The following sections include a description of the main learning scenarios that were developed. For a summary of the targeted course learning goals and standards by learning scenario see Table 2. Additionally, a sample calendar of the course organized by modules can be found in Appendix 1.

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Learning Scenario

Targeted Learning Goals

Targeted Standards

Learning Scenario 1: Designing the Syllabus

LG1, LG3, LG4, LG5 Interpretive Communication, Presentational Communication, Practices of Culture, Products of Culture, Making Connections, Language Comparison, Cultural Comparisons.

Learning Scenario 2: Individual Reflections on Scientific Communication Materials

LG1, LG2, LG3, LG4, LG5 Interpretive Communication, Products of Culture, Making Connections, Acquiring Information, Language Comparison, Cultural Comparisons.

Learning Scenario 3: Meet the Scientists

LG3, LG5, LG6 Practices of Culture, Cultural Comparisons, School and Community, Lifelong Learning

Learning Scenario 4: Poster Session

LG1, LG2, LG3, LG4 Interpersonal Communication, Interpretive Communication, Presentational Communication, Products of Culture, Making Connections, Acquiring Information.

Table 2. Targeted course learning goals and standards by learning scenario.

5.1. Learning Scenario 1: Designing the Syllabus Targeted Standards: Interpretive Communication, Presentational Communication, Practices of Culture, Products of Culture, Making Connections, Language Comparison, Cultural Comparisons.


It was expected that the students would use their language skills to explore content of their interest in the sciences, particularly the natural sciences. Consequently, the students were in charge of shaping the “scientific” part of the course. That is, they had to use their language skills to search and choose texts that everyone in the class would read or watch, in the case of films, and discuss. The students were encouraged to select texts closely related to their interests or field of specialization, if applicable. As it was initially outlined, the scientific content was expected to come from sources of public dissemination (divulgación) and scholarly communication (difusión) in Spanish. During the first week of classes, the students were assigned specific genres of scientific communication. Types of texts included science news articles, science documentaries, research articles, research posters, and examples of visual presentation of scientific data, among others. In order to find such texts, the students were provided with a list of newspapers, streaming websites, research databases, and institutional repositories in Spanish (see Appendix 3). The students had to deeply engage with the texts, so they were not only responsible for finding them and making them available to the class, but also presenting them and leading the discussion that day. For example, those who chose the science documentary film genre received a list of websites with documentary collections. Two weeks before their presentation, the instructor received from the


It was expected that the students would use their language skills to explorecontent of their interest in the sciences, particularly the natural sciences.Consequently, the students were in charge of shaping the “scientific” part ofthe course. That is, they had to use their language skills to search and choosetexts that everyone in the class would read or watch, in the case of films, anddiscuss. The students were encouraged to select texts closely related to theirinterests or field of specialization, if applicable. As it was initially outlined, thescientific content was expected to come from sources of public dissemination(divulgación) and scholarly communication (difusión) in Spanish. During the firstweek of classes, the students were assigned specific genres of scientificcommunication. Types of texts included science news articles, sciencedocumentaries, research articles, research posters, and examples of visualpresentation of scientific data, among others. In order to find such texts, thestudents were provided with a list of newspapers, streaming websites,research databases, and institutional repositories in Spanish (see Appendix 3).The students had to deeply engage with the texts, so they were not onlyresponsible for finding them and making them available to the class, but alsopresenting them and leading the discussion that day. For example, those whochose the science documentary film genre received a list of websites withdocumentary collections. Two weeks before their presentation, the instructorreceived from the students a link to the documentary film they had chosen inorder to make it available to their classmates so everyone could watch it. Thestudents selected an episode of the series El hombre y la Tierra [Men and Earth],that ran from 1974 to 1981, by the renowned Spanish science popularizerFélix rodríguez de la Fuente. The film is available on rTVE.es, the websiteof the public radio and television company in Spain (radio y TelevisiónEspañola). During the presentation of the film, centered on Iberian nocturnalraptors, students not only noted linguistic and visual elements, but also theparticular scientific methods shown in the documentary to track the birds.Then, they raised the question “Who was the audience of this documentary?”The discussion that followed included the description of some of thecharacteristics of the Spanish society at the end of the 1970’s.

5.2. Learning Scenario 2: Individual Reflections on Scientific

Communication Materials

Targeted Standards: Interpretive Communication, Products of Culture,Making Connections, Acquiring Information, Language Comparison,Cultural Comparisons.

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Targeted Learning Goals: LG1, LG2, LG3, LG4, LG5.

Starting on week three, and approximately every week or every other week,students had the opportunity to submit individual reflection papers relatedto the topic being discussed in class at the time. Out of a total of eightoptional reflection papers, students were required to complete three. Thenumber of papers required was a result of considerations that had to do withstudent workload expectations associated with a 2-credit course, the timerequired for other course assignments, and to provide an opportunity forstudents to concentrate on their individual interests and goals, acharacteristic of Language Across the Curriculum courses at this particularinstitution. Each assignment had specific instructions and objectives, alwayskeeping in mind a particular type of scientific communication text. Forexample, during the fourth, fifth, and sixth week of classes the discussioncentered on science journalism. Students were directed to read referencetexts on the characteristics of scientific news articles. Appendix 1 provides alist of the bibliographic materials provided and the reference texts assigned.These texts emphasized how to write a news article based on the resultsreported in a scholarly one.

As an individual reflection paper, students were asked to find and analyze anarticle of science journalism. A list of science sections in popular Spanish-speaking newspapers was provided. Then, they were required to reflect onthings like the effectiveness of the title, the structure and organization ofinformation, rhetorical strategies and figures of speech used (such as the useof similes, quotes, examples, etc.) in this particular genre, vocabulary(abundance or lack of technical terms), and target audience. Additionally,they were directed to comment on the scientific content, in order to promoteconnections with the scientific knowledge they already possessed.

In a following reflection paper, students had to write a news article based ona scholarly one. In class we went over sources for science news, withemphasis on articles in scientific journals. To complete this assignment,students had to perform a search in order to find a scholarly article writtenin Spanish in an area of their interest. A list of scholarly search engines,databases, and institutional repositories was provided (see Appendix 3). Also,a class was dedicated to familiarize all students with two leading open-accessdatabases with a vast number of scholarly articles written in Spanish: redalycand SciELO. Although the course was branded as “Spanish for the naturalSciences,” after performing initial searches, students soon realized that the


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notion of “science” in English, usually associated with the natural sciences,is much more fluid in the Spanish language. This aspect became evidentwhen they navigated collections of revistas científicas, noting that when mostSpanish-speaking scholars use the adjective científico/a, they are discussing abroader domain that can include, for example, the social sciences and eventhe humanities. Once a scholarly article was chosen, students faced thechallenge of reporting the most important and relevant results to a non-expert audience. This exercise helped them reflect, by doing, on therhetorical mechanisms and practices used by science journalists, and thenmake comparisons to those used by scientists to communicate with otherpeers within their community of professionals.

The individual reflection papers were designed to promote a deeper studentengagement with various scientific communication texts, giving students thepossibility to choose the genres that interested them the most. Additionally,these assignments helped students face their own preconceived notionsabout certain topics, providing direction on how to identify suchpreconceptions in order to foster a more nuanced and critical reading.

5.3. Learning Scenario 3: Meet the Scientists

Targeted Standards: Practices of Culture, Cultural Comparisons, School andCommunity, Lifelong Learning.

Targeted Learning Goals: LG3, LG5, LG6.

An important goal of the class was to foster student participation inscientific communities using the Spanish language. One way to accomplishsuch goal included transforming the classroom into a space where studentscould interact with science professionals who use or had used Spanish inprofessional environments, so they could establish relationships that werelikely to grow beyond the classroom. A natural group of professionals toconsider was Spanish-speaking scientists at our institution and otherinstitutions in the area, anticipating that the physical proximity would makeconstant contact possible, if desired.

The instructor coordinated the visits to class, on different days, of three localSpanish-speaking scientists. These included two faculty members fromSkidmore College’s Departments of Physics and Chemistry, and one facultymember from a nearby research university who specializes in molecularbiology. Before the day of the visit, the instructor provided the students with

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biographic information along with a sample of the visiting scientist’s work(when available, the visitor’s website that contained a list of bibliographicinformation and descriptions of their interests and projects), and askedstudents to prepare at least two questions for the visitor. Scientists visited theclass on different days, and spent about 20 minutes talking in Spanish abouttheir careers and their work. The presentation was followed by a 20- to 30-minute session when students asked the questions they had prepared inadvance. The type of questions showed interest in the scientist’s career andresearch projects as well as their experiences using the Spanish language andtheir personal journeys. In the case of institutions where such visits are notpossible, similar sessions can be scheduled by contacting scientists at otheruniversities, for example, those located in Spanish-speaking countries, andarrange “virtual visits” via video chat services such as Skype, Googlehangouts, or Facebook Messenger’s video chat.

5.4. Learning Scenario 4: Poster Session

Targeted Standards: Interpersonal Communication, InterpretiveCommunication, Presentational Communication, Products of Culture,Making Connections, Acquiring Information.


In the second half of the semester, and once students became familiar withdifferent genres of scientific communication, they had to collaborate with apartner to create a research poster. The poster was the result of at least twomonths of research, when they went through many of the steps followed byexperienced scholars. As part of the process, students had to agree on atopic of interest, conduct a literary review (using the skills developed in thefirst half of the semester), propose a preliminary draft, and submit it to peer-review (performed by their classmates during a session devoted to this end).In addition, the instructor provided feedback at different stages of theprocess. Students had complete freedom with respect to the kind of researchthey wanted to pursue, from reports of projects they were working on inother classes or in which they had participated, to a critical comparison ofthe findings of at least three different scholarly articles related to a specifictopic. On the last day of classes, students had to present their posters in aJornada científica y tecnológica (Science and Technology Open Day) that anyoneon campus was welcome to attend (getting extra encouragement by somelight refreshments), and much like the way research posters are presented


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during a major conference. having to present the results of their work to anaudience other than their instructor not only gave students the opportunityto practice their Spanish language skills in a real-life setting, but also to facemany of the challenges that come with doing research, including self-reflection on its relevance to the general public.

6. Implementation

The course was branded as “Advanced LAC: Spanish for the naturalSciences,” to emphasize its connection to the Languages Across theCurriculum approach and to attract students from the natural sciences thatwould normally not consider taking an advanced Spanish course. The titlewas also a subtle way to reference the differences between the term science

(frequently used to indicate the natural sciences) and the broader term ciencia,differences that would be addressed in the class. As mentioned before, thecourse was organized around three thematic modules: a brief introductorymodule where students reviewed some basic communication tools (generaltopics included the metric system, “reading math,” and linguisticmechanisms to form technical terms), a longer module on scientificcommunication, and a final module on the state of science and technologyin the Spanish-speaking world. The sample calendar included in Appendix 1offers an overview of the materials covered in each module. Appendix 2provides a summary of student assessment components.

At the end of the semester, students were asked to identify strengths andareas of improvement of the course in an anonymous online survey. Thesurvey consisted of the following three open-ended questions: “1. Pleaseidentify what you consider to be the strengths of the course,” “2. Pleaseidentify areas where you think the course could be improved,” and “3. Anyadditional comments?” In terms of strengths, some of the responses wererelated to the learning scenarios (“I thought the projects throughout thecourse – such as the presentation and poster – were good to apply thetechniques and practices taught in the course”), the connections they wereable to make (“I liked how applicable the course was to my other major andhow many different topics it covered”), the comparisons and cultures goalareas (“The assignments were all very effective in forcing me to analyze indepth the efficiency of science reporting and the involvement of the Spanishspeaking world in science”), and the modes of communication (“The

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prevalence of open group discussions provided me with confidence to speakabout scientific topics in Spanish”; “I also found the class discussions weregood to discuss the readings in depth”).

In terms of areas of improvement, the most common themes had to do withthe selection of readings (“I found some of the readings to be very tediousand redundant”; “Some of the readings were very long/technical/hard toget through”) as well as the relationship between the topics covered and theamount of time available (“There was also a lot of information to getthrough in a short period of time. Either changing the course to 4 credits ormeeting once for three hours at a time each week might help”; “I think itcould be more effective as a three credit course rather than a two creditcourse”), challenges that can be addressed by adjusting the sample calendarprovided in Appendix 1.

7. Final Remarks

The course described in this article provides a roadmap for the design andimplementation of courses at the intersection of language learning and thesciences. To this respect, two innovative aspects have been proposed. First,an emphasis on scientific communication that allows instructors in languagedepartments to focus on what they know best: the use of language and theimprovement of communication skills. Second, a Languages Across theCurriculum approach that encourages students to make connectionsbetween the target language and their own individual scientific interests.Furthermore, by putting the responsibility of the scientific content onstudents, such a course need not be linked to a particular scientific disciplineand can welcome students with a wide variety of backgrounds. Thisapproach allows instructors the possibility of not only adjusting the courseto meet students’ needs, but also, for those who are not too familiar withspecialized scientific content, to meaningfully facilitate learning in theclassroom. These two aspects can foster the growth of Spanish for STEMcourse offerings at institutions of higher education, particularly thoseoffered by language departments, as they address some of the commonchallenges that these type of courses have faced in the past.

however, this particular framework might not offer the best solution for allcases. For example, it may not be the best fit for those interested in areas ofSTEM communication that are less dependent on written materials, such as


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interpreting or workplace interpersonal communication, where othermethodologies such as content-based, project-based, or service-basedlearning can prove more effective. nevertheless, it is the author’s hope thatthe present work will encourage others to rethink this crucial area of theLanguage for Specific Purposes (LSP) curriculum, so it continues to grow.

Acknowledgements

I want to express my sincere appreciation to Project Vis and the Andrew W.Mellon Foundation for their financial support to develop this course.

Article history:

Received 23 September 2017

Received in revised form 19 April 2018

Accepted 19 April 2018

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Appendix 1

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Appendix 1 Sample Calendar for a Spanish for the Sciences Course The following sample calendar has been slightly adjusted, for clarity and logistical improvements, from the one followed when the course was first taught. The original syllabus is available upon request. Codes used: LS1-Learning Scenario 1. Designing the Syllabus. LS2-Learning Scenario 2. Individual Reflections on Scientific Communication Materials (students are required to write a total of three reflection papers out of eight options). LS3-Learning Scenario 3. Meet the Scientists. LS4-Learning Scenario 4. Poster Session

Module 1 Basic Scientific Communication Tools

Date Topic Read/study before class Assignments due Week 1, Day 1

Introduction to the course, scope, and approach.

Week 1, Day 2

The metric system and the language of math

Handout on how to read numerical expressions in Spanish.

Week 2, Day 1

The creation of technical terminology in Spanish: Neologisms of form

Gutiérrez Rodilla, B. (2005). La creación terminológica: Neología de forma. In El lenguaje de las ciencias (pp. 43-55). Madrid, Spain: Gredos.

Week 2, Day 2

The creation of technical terminology in Spanish: Neologisms of meaning

Gutiérrez Rodilla, B. (2005). La creación terminológica: Neología de sentido, neología sintáctica, neología de préstamo. In El lenguaje de las ciencias (pp. 57-65). Madrid, Spain: Gredos.

Week 3, Day 1

The language of statistics

Handout on how to read statistical expressions in Spanish.

LS2-Option 1 Individual reflection paper: Choose a science news article, identify 10 technical terms, and suggest the possible mechanisms for their creation. Explain your reasons.


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Module 2 Scientific Communication


Introduction to scientific communication

Read pp. 174-182. Fernández Bayo, I., & Angulo, E. (2011). El lenguaje y los formatos en la comunicación de la ciencia. In C. Moreno Castro (Ed.), Periodismo y divulgación científica: tendencias en el ámbito iberoamericano (166-189). Madrid, Spain: Biblioteca Nueva.

Week 4, Day 1

Public dissemination of science: Science news article

Read pp. 146-156. (5.4 El periodista científico como traductor de lenguajes; 5.5 Cómo elaborar un texto periodístico a partir de uno científico) Eli !as, C. (2008). Fundamentos de periodismo científico y divulgación mediática. Madrid, Spain: Alianza.



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Week 4, Day 1


Read pp. 146-156. (5.4 El periodista científico como traductor de lenguajes; 5.5 Cómo elaborar un texto periodístico a partir de uno científico) Eli !as, C. (2008). Fundamentos de periodismo científico y divulgación mediática. Madrid, Spain: Alianza.

Week 4, Day 2


LS1 Article proposed by students: Science news.

LS1 Presentation by students: Science news article. LS2-Option 2 Individual reflection paper: Choose and analyze a science news article.

Week 5, Day 1

Public dissemination of science: Sources

Handout on sources of scientific news: Scholarly databases, academic search engines, and institutional repositories in Spanish.

Week 5, Day 2

Public dissemination of science: Science documentary

Read pp. 131-140. León, B. (2010). La ciencia en imágenes. Construcción visual y documental científico. ArtefaCToS, 3(1), 131-149.

LS2-Option 3 Individual reflection paper: Write a science news article.

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Read pp. 140-149. León, B. (2010). La ciencia en imágenes. Construcción visual y documental científico.

Week 6, Day 2


LS1 Film proposed by students: Science documentary.

LS1 Presentation by students: Science documentary.

Week 7, Day 1

Professional communication in science: Technical writing

Read pp. 157-160 (Recursos gramaticales y estilísticos) García-Cervigón, A. (2007). El discurso científico y tecnológico y la lengua española. In R. Sarmiento, F. Vilvhes (Eds.), Neologismos y sociedad del conocimiento (pp. 153-167). Barcelona, Spain: Ariel.

LS2-Option 4 Individual reflection paper: Choose and analyze a science documentary.

Week 7, Day 2

Technical writing LS1 Technical text proposed by students: Emphasis on use of language.

LS1 Presentation by students: technical writing.

Week 8, Day 1

Professional communication in science: The IMRaD format

Read pp. 4-14 (Cap. 2 Los orígenes de la redacción científica; Cap. 3 ¿Qué es un artículo científico?) Day, R. A. (2005). Cómo escribir y publicar trabajos científicos. Washington, D.C: Organización Panamericana de la Salud.

Week 8, Day 2

The IMRaD format LS1 Scholarly article proposed by students: Emphasis on organization and structure.

LS1 Presentation by students: Organization and structure of scientific texts (IMRaD format)


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Scientific texts: Visual presentation of data

Feria, M. (2010). Consejos para la confección de gráficos científicos. In E. Serés, L. Rosich, & F. Bosch (Eds.), Presentaciones orales en biomedicina. Aspectos a tener en cuenta para mejorar la comunicación (pp. 45-56). Barcelona, Spain: Fundación Dr. Antonio Esteve.

LS2-Option 5 Individual reflection paper: Choose a scholarly article and critically comment on at least three of the following aspects: title, organization, use of language, content, target audience.

Week 9, Day 2

Scientific texts: Visual presentation of data

LS1 Scholarly article proposed by students: Emphasis on visual presentation of data.

LS1 Presentation by students: Visual presentation of data.

Week 10, Day 1

Scholarly communication: The content of a research poster

Read pp. 85-91. Guardiola, E. (2010). El póster científico. In E. Serés, L. Rosich, & F. Bosch (Eds.), Presentaciones orales en biomedicina. Aspectos a tener en cuenta para mejorar la comunicación (pp. 85-102). Barcelona, Spain: Fundación Dr. Antonio Esteve.

LS2-Option 6 Individual reflection paper: Choose a scholarly article and analyze the visual presentation of data.

Week 10, Day 2

Scholarly communication: The format of a research poster

Read pp. 91-102. Guardiola, E. (2010). El póster científico.

Week 11, Day 1

Scholarly communication: Discussion of a research poster

LS1 Research poster proposed by students.

LS1 Presentation by students: Research poster. LS2-Option 7 Individual reflection paper: Choose and analyze a research poster.

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Module 3 Science and Technology in the Spanish-Speaking World

Date Topic Read/study before class Assignment due Week 11, Day 2

State of science and technology in the Spanish-speaking world

RICYT (2015). El estado de la ciencia en imágenes. In El estado de la ciencia: Principales indicadores de ciencia y tecnología iberoamericanos/ interamericanos (pp. 13-28). Buenos Aires, Argentina: Author.

LS4 First draft of research poster to be submitted to instructor. LS2-Option 8 Individual reflection paper: El estado de la ciencia en imágenes.

Week 12, Day 1

Scientific communities: Guest scientist visit

LS3 Read information provided about guest.

LS3 Prepare at least two questions for guest.

Week 12, Day 2




Week 13, Day 1

Peer review of research poster

LS4 All students need to bring to class a printed copy of the second draft of their research poster for peer review.

Appendix 2

Student Assessment Student assessment consisted on the following components. Evaluation rubrics are available upon request. Preparation/Participation (20%) Attendance (5%) Individual Reflection Papers, LS2 (30%) Selection of Text and Presentation, LS1 (20%) Research Poster, LS4 (25%).



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Week 12, Day 2




Week 13, Day 1

Peer review of research poster

LS4 All students need to bring to class a printed copy of the second draft of their research poster for peer review.

Week 13, Day 2

Scientific communities: Guest scientist visit.



Week 14, Day 1

Future of the Spanish language in the Sciences

Choose one essay, out of the fifteen available, and prepare to defend the position of the author during an in-class debate: García Delgado, J. L., Alonso, J. A., & Jiménez, J. C. (Eds.). (2013). Quince acotaciones. In El español, lengua de comunicación científica (pp. 421-482). Barcelona, Spain: Ariel.

Week 14, Day 2

Jornada científica y tecnológica: Science and Technology Open Day

LS4 Presentation by all students: Research poster.

Appendix 2


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Appendix 2



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Appendix 3 Resources

Databases and Search Engines of Scientific Journals from Latin America and Spain Dialnet, http://dialnet.unirioja.es Latindex, http://www.latindex.unam.mx Redalyc, Red de Revistas Científicas de América Latina, el Caribe, España y Portugal http://www.redalyc.org SciELO, Scientific Electronic Library Online, http://www.scielo.org Institutional Repositories LA Referencia, http://www.lareferencia.info/joomla/ Repositorios Institucionales Españoles de Acceso Abierto, http://www.accesoabierto.net/repositorios/ Public Dissemination of Science in Spanish Agencia iberoamericana para la difusión de la ciencia y la tecnología, http://www.dicyt.com/espanol ¿Cómo ves?, Revista de divulgación de la ciencia de la UNAM, http://www.comoves.unam.mx Diario El País, Sección ciencia, http://elpais.com/tag/ciencia Diario Público, Sección ciencias, http://www.publico.es/ciencias DivulgaUNED, http://divulgauned.es El Huffington Post, Sección ciencia y tecnología, http://www.huffingtonpost.es/news/ciencia-y-tecnologia Investigación y desarrollo, Suplemento del diario mexicano La Jornada, http://www.invdes.com.mx LatinAmericanScienceDotOrg, http://latinamericanscience.org/spanish Naukas, Revista electrónica de divulgación, http://naukas.com Red de Popularización de la Ciencia y la Tecnología para América Latina y el Caribe, http://www.redpop.org Red latinoamericana de blogs de ciencia, http://redlbc.wordpress.com Scidev.Net, http://www.scidev.net/america-latina Scientific American en español, http://www.scientificamerican.com/espanol Science Documentaries Collections National Geographic en español, http://www.ngenespanol.com RTVE.es, http://www.rtve.es/alacarta/documentales/cienciaytecnologia/ TED en español, https://www.youtube.com/channel/UCshVTOdmZLdLj8LTV1j_0uw Other Useful Information Collections LANIC, Latin American Network Information Center, http://lanic.utexas.edu

Appendix 2

Appendix 3


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Appendix 3 Resources

Databases and Search Engines of Scientific Journals from Latin America and Spain Dialnet, http://dialnet.unirioja.es Latindex, http://www.latindex.unam.mx Redalyc, Red de Revistas Científicas de América Latina, el Caribe, España y Portugal http://www.redalyc.org SciELO, Scientific Electronic Library Online, http://www.scielo.org Institutional Repositories LA Referencia, http://www.lareferencia.info/joomla/ Repositorios Institucionales Españoles de Acceso Abierto, http://www.accesoabierto.net/repositorios/ Public Dissemination of Science in Spanish Agencia iberoamericana para la difusión de la ciencia y la tecnología, http://www.dicyt.com/espanol ¿Cómo ves?, Revista de divulgación de la ciencia de la UNAM, http://www.comoves.unam.mx Diario El País, Sección ciencia, http://elpais.com/tag/ciencia Diario Público, Sección ciencias, http://www.publico.es/ciencias DivulgaUNED, http://divulgauned.es El Huffington Post, Sección ciencia y tecnología, http://www.huffingtonpost.es/news/ciencia-y-tecnologia Investigación y desarrollo, Suplemento del diario mexicano La Jornada, http://www.invdes.com.mx LatinAmericanScienceDotOrg, http://latinamericanscience.org/spanish Naukas, Revista electrónica de divulgación, http://naukas.com Red de Popularización de la Ciencia y la Tecnología para América Latina y el Caribe, http://www.redpop.org Red latinoamericana de blogs de ciencia, http://redlbc.wordpress.com Scidev.Net, http://www.scidev.net/america-latina Scientific American en español, http://www.scientificamerican.com/espanol Science Documentaries Collections National Geographic en español, http://www.ngenespanol.com RTVE.es, http://www.rtve.es/alacarta/documentales/cienciaytecnologia/ TED en español, https://www.youtube.com/channel/UCshVTOdmZLdLj8LTV1j_0uw Other Useful Information Collections LANIC, Latin American Network Information Center, http://lanic.utexas.edu


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